gil¥gh‰wš fšé Kiwæš

Kiwæš bjhl® k‰W« KGikahd

kÂ¥ÕL – tYñ£lš gæ‰Á

ca® bjhl¡f ãiy

gæ‰We® f£lf«

2016-2017
 f£lf¤ jahç¥ò¡ FG
FG¤jiyt®

Kidt® é.Á.Ïuhnk°tuKUf‹,
Ïa¡Fe®,
khãy¡ fšéæaš MuhŒ¢Á k‰W« gæ‰Á ãWtd«,
br‹id -6.
ÂU. it. ghyKUf‹, Kidt® Á.cõhuhâ
Ïiz Ïa¡Fe® (gæ‰Á), Ïiz Ïa¡Fe® (gæ‰Á),
khãy¡ fšéæaš MuhŒ¢Á k‰W« gæ‰Á midtU¡F« fšé Ïa¡f«,
ãWtd«, br‹id -6. br‹id -6.
nkyhŒths®
njÁa ešyhÁça® ÂUk uh. khyÂ, Mnyhrf®,
khãy¤ £l Ïa¡ff«,
midtU¡f« fšé Ïa¡f«,br‹id -6.
Ehš MÁça®fŸ
gæ¿Á f£lf xU§»iz¥ghs® ÂUkÂ. br.b#aªÂ v°j®,
V.gî® mfkJ, Kjšt®, cjé xU§»iz¥ghs®- gil¥gh‰wš
kht£l MÁça® fšé k‰W« gæ‰Á ãWtd«, fšé , khãy¤ £l Ïa¡ff«,
Ïuhâ¥ng£il, ntY® kht£l«. midtU¡f« fšé Ïa¡f«, br‹id -6.
1. ÂUk r. ònshuh, 2. Á.Fkh®
thrf®, éçÎiuahs®,
khãy fšéæaš k‰W« gæ‰Á Ïa¡f«, kht£l MÁça® fšé k‰W« gæ‰Á ãWtd«,
br‹id. Ïuhâ¥ng£il, ntY® kht£l«.
3. ÂU j. Ia¥g‹, 4. ÂUk . g. fiy¢bršé
éçÎiuahs®, éçÎiuahs®,
kht£l MÁça® fšé k‰W« gæ‰Á kht£l MÁça® fšé k‰W« gæ‰Á ãWtd«,
ãWtd«, fëah«ó©o, fhŠÁòu« kht£l«.
Ïuhâ¥ng£il, ntY® kht£l«.
5. ÂU. kh. jduh#h, 6. ÂUk . v°.V. mKjh,
xU§»iz¥ghs®- gæ‰Á, cjé xU§»iz¥ghs®- gæ‰Á,
khãy¤ £l Ïa¡ff«, khãy¤ £l Ïa¡ff«,
midtU¡f« fšé Ïa¡f«, br‹id -6 midtU¡f« fšé Ïa¡f«,br‹id -6
7. ÂU Á. RnuZFkh®, 8. ÂUk . r. kça Ãur‹dh,
MÁça® gæ‰We®, MÁça® gæ‰We®,
fh£lh§Fs¤ö®, k©lš-5
t£lhu tsika«, fhŠÁòu« kht£l«. òuirth¡f«, br‹id kht£l«.
ÂUk . K. Á¤uhnjé,
MÁça® gæ‰We®,
k©ly« 10,
kæyh¥ó®t£lhu tsika«, br‹id kht£l«.
 gæ‰Á fhym£ltiz

fhy msÎ mk®Î ãfœÎfŸ étu«

fhiy 9.30 Kjš 10.00 kâ tiu gÂÎ

gil¥gh‰wš fšé goãiyfS¡fhd

fhiy 10.00 Kjš 11.00 kâ tiu mk®Î -1
és¡f«

fhiy 11.00 Kjš 11.15 kâ tiu njÚ® Ïilntis

fhiy 11.15 Kjš Égfš 12.15 kâ

mk®Î -2 jäœ ghl¤Â£l« -khÂç tF¥ò
tiu

Égfš 12.15 Kjš 01.15 kâ tiu mk®Î-3 M§»y¥ghl¤Â£l« -khÂç tF¥ò

Égfš 01.15 Kjš 02.00 kâ tiu czÎ Ïilntis

Égfš 02.00 Kjš 03.00 kâ tiu mk®Î-4 fz¡F ghl¤Â£l« -khÂç tF¥ò

Égfš 03.00 Kjš 04.00 kâ tiu mk®Î-5 m¿éaš ghl¤Â£l« -khÂç tF¥ò

Égfš 04.00 Kjš 04.15 kâ tiu njÚ® Ïilntis

r_fm¿éaš ghl¤Â£l« -khÂç

Égfš 04.15 Kjš 05.15 kâ tiu mk®Î-6
tF¥ò

Égfš 05.15 Kjš 05.40 kâ tiu g§nf‰ghs®fë‹ Ã‹}£l«

 bghUsl¡f«

t.v© jiy¥ò g¡f«

1 gil¥gh‰wš fšé-m¿Kf« k‰W« goãiyfŸ és¡f« 1-2

2 gæ‰Á¤jhŸ- (bghJ) 3-6

3 jäœ – ghl¤ £l« 7-9

4 gæ‰Á¤jhŸ –jäœ 9

5 M§»y« ghl¤Â£l« 10-13

6 gæ‰Á¤jhŸ –M§»y« 14-15

7 fâj«-ghl¤Â£l« 16-18

8 gæ‰Á¤jhŸ – fâj« 18-19

9 m¿éaš - ghl¤Â£l« 20-26

10 gæ‰Á¤jhŸ - m¿éaš 26-32

11 r_f m¿éaš - ghl¤Â£l« 33-38

12 gæ‰Á¤jhŸ - r_f m¿éaš 39

 gil¥gh‰wš fšé Kiwæš bjhl® k‰W« KGikahd kÂ¥ÕL

gæ‰Á¡F bjhl¡fkhfΫ, M®t_£L« éjkhfΫ, gil¥gh‰wš fšé

goãiyfS¡fhd és¡f« jUtj‰fhfΫ, g§nf‰ghs®fS¡F ÑnH
bfhL¡f¥g£LŸs brašghLfŸ _y« goãiyfŸ F¿¤j mt®fë‹ òçjiy
fyªJiuahlš _y« f©LÃo¡f¢ brŒa¥gL»wJ.

ÑnH bfhL¡f¥g£LŸs F¿¥òfis ga‹gL¤Â goãiyfis f©LÃoͧfŸ

1
 1. ghl¡fU¤Âid xU§fik¡f, fU¤J¡fis ga« Ï‹¿ vL¤Jiu¡f cjΫ.
2. bkJthf f‰F« khzt®fS¡F cjéL« goãiy.
3. khzt®fë‹ òçjè‹ btë¥ghL.
4. ghl¡fU¤Âid ts¥gL¤Â, nk«gL¤j cjΫ.
5. ghl¥bghUë‹ fU¤J¡fis thœéaš Âw‹fnshL bjhl®ò¥gL¤Â f‰gj‰F
cjΫ.
6. f‰wš miléid cW brŒaΫ fšéæ‹ neh¡f¤ij ãiwÎ brŒaΫ
cjΫ.
7. ghl¡fU¤ij tY¥gL¤J«, ifbaG¤ij Óuh¡F«.
8. ghl¤bjhl®òila brašghLfŸ bfh©l MÁça®¢ braš.
9. ghl¤Âiz go¤J òçªJbfhŸs cjΫ.

(nk‰bfhL¡f¥g£LŸs brašgh£o‰fhd FW¡bfG¤J ngh£o¡fhd éilfŸ

gil¥gh‰wš f‰wY¡fhd goãiyfŸ MF«)

g§nf‰ghs®fis 6 FG¡fshf¥ Ãç¡f nt©L«. Kjš FGé‰F m¿Kf¡

FG v‹W« Ïu©lh« FGé‰F go¤jš FG v‹W« _‹whtJ FGé‰F
kdtiugl¡FG vdW« eh‹fhtJ FGé‰F¤ bjhF¤J tH§Fjš FG v‹W«
IªjhtJ FGé‰F tYñ£Ljš FG v‹W« (kÂ¥ÕL ,FiwÔ® f‰wš, vGJjš –
j鮤J) bjhl®gâ FG v‹W« bgaçl nt©L«. gæ‰Áahs® x›bthU FGé‰F«
A4 jhëid¡ bfhL¤J m¥goãiy¡fhd brašghLfis vG¤ bjhF¤J Ëd®
FGéèUªJ xUt® tH§Fjš nt©L«. bjhF¤J tH§»a Ë gæ‰Áahs®
éLg£l fU¤J¡fisÍ« mj‰fhd és¡f§fisÍ« më¤jš nt©L«.

Ëò MÁça® f£lf¤Âš cŸs goãiyfis¤ jé®gjdhš V‰gL«

éisÎfis g§nf‰ghs®fis¥ go¡f¢ brŒJ mj‰fhd éilfis¥ gâ¤jhëš
bfhL¡f¥g£l Ïl¤Âš ãu¥g¢ brŒjš nt©L«.

2
 goãiyfis¤ j鮥gjdhš V‰gL« éisfŸ

t.
goãiyfŸ goãiyfis¤ j鮥gjdhš V‰gL« éisÎfŸ
v©

• ghl¤Â‹ Ûjhd M®t« FiwÍ«.

• go¡F«nghJ ghl¤Â‹ ika¡ fU¤Âid m¿ahkš
nghfyh«.
• ghl¤Â‰fhd neh¡f§fŸ k‰W« mo¥gilahd
1 m¿Kf«
jftšfŸ/c©ikfŸ/ fU¤J¡fŸ ngh‹wt‰iw¤
j鮡f neçL«.
• òÂa fU¤Âid¤ bjhl®ªJ K‹bdL¤J¢ bršy
Ïayhkš nghfyh«.

• ghl¤Â‹ K¡»a fU¤J¡fëš òçjš Ïšyhkš nghF«.

• go¤J¥ òçªJbfhŸshjjhš ghl§fis¡ FU£L
go¤jš kd¥ghl« brŒtj‰F têtF¡F«.
2
• go¡F« ntf« FiwÍ«, bghUSz®ªJ go¡F« Âw‹
Fiwtilͫ.
• òÂa brh‰fis m¿ªJbfhŸs Ïayhkš nghF«.

• fU¤J¡fŸ, v©z§fŸ k‰W« jftšfis¤

bjëthfΫ JšèakhfΫ btë¥gL¤j thŒ¥òfŸ
Fiwͫ.
• mid¤J fU¤J¡fisÍ« KGikahf btë¥gL¤j
thŒ¥òfŸ Ïšyhkš nghF«.

kdtiugl« • ghl¡fU¤J¡fis xU§fik¡f Ïayhkš nghF«.

3
• ghl¥bghUŸ Ú©l ehŸ ãidéš ãiy¡fhJ.
• khzt®fë‹ jå¤Jt« k‰W« MSik¤Âw‹fis
btë¥gL¤j thŒ¥òfŸ Ïšyhkš nghF«.
• £lälš k‰W« gF¤jhÍ« Âw‹fŸ FiwÍ«.
• fU¤J¡fŸ F¿¤J éthj« jilgL«.

3
 • ghl¡fU¤J¡fis¥ òçjYl‹ xU§fik¡fΫ,
xUKf¥gL¤jΫ khzt®fshš ÏayhJ.
• brh‰fis Ïiz¤J¤ bjhluhf mik¤jš jilgL«.
• rçahd brh‰fSl‹ bjhl® mik¤jš/Ko¤jš ngh‹w
brašghLfëš Ã‹j§»a ãiy fhz¥gL«.
• khzt®fëilna éth¤J vGJ« Âw‹
eilbgwhjbghGJ khzt® kd¤Âš fU¤JfŸ
bjhF¤jY« cŸth§Fjš jilgL«. (xU Kiw vGJjš g¤J Kiw
4 tH§FjY« go¤jY¡F¢ rk«)
• khzt®fŸ gaä‹¿¢ RjªÂukhf¤ j§fŸ fU¤J¡fis
vL¤Jiu¥gj‰fhd thŒ¥òfŸ ÏšyhkšnghF«.
• k‰wt®fë‹ fU¤J¡fis¡ nf£F«, jåkåj
cz®ÎfS¡F kÂ¥gë¡F« g©òfŸ tsuhJ.
• FGéš tH§Fjš eilbgwhjjhš nj®éš
j§Fjilæ‹¿ édh¡fS¡F cça éilia më¤Âlš
ÏayhJ.

• òçªJbfh©l fU¤J¡fëš V‰gL« Ia§fëš

bjëé‹ik V‰gL«.
tYñ£Ljš • ghl¥bghUë‹ fU¤Jfis khzt®fŸ thœéaš
5
Âw‹fnshL bjhl®ògL¤Â¡ f‰f ÏayhJ.
• ghl¡fU¤Jfis KGikahf¡ f‰f thŒ¥ò Ïšyhkš
nghF«.

• khzt®fë‹ f‰wš milit m¿a ÏayhJ.

• fšéæ‹ neh¡f¤ij ãiwÎ brŒa ÏayhJ.
• khzt®fë‹ Âwikfis¥ òçªJbfh©L
kÂ¥ÕL
6 btë¡bfhzu ÏayhJ.
• khzt®fël« FiwghLfis¡ f©l¿ªJ fisa
ÏayhJ.

4
 • f‰wèš FiwghLŸs khzt®fS¡F¡ f‰wè‹
FiwÔ®
neh¡f¤ij ãiwnt‰w ÏayhJ.
7 f‰wš
• Ïjdhš bkJthf¡ f‰F« khzt®fë‹ milÎãiy
gh¡f¥gL«.

• ghl¡fU¤Jfis tY¥gL¤Jjš Ëj§» fhz¥gL«.

vGJjš • khzt®fë‹ vGJ« gæ‰Á jilg£L vGJjèš M®t«
8
Fiwͫ.
• khzt®fë‹ ifbaG¤J (vGJjš) Áw¥ghf mikahJ.
• brŒJ f‰wš jilgL«
• FGkd¥gh‹ik FiwªJ fhz¥gL«.
bjhl®gâ
9 • ghl¡fU¤J¡fŸ tYñ£l« bgwhJ.
• go¤j fU¤J¡fis¢ brašgL¤J« m¿Î FiwªJ
fhz¥gL«.

gæ‰Á¤jhS¡fhd éilfŸ

1. gil¥gh‰wš fšéæ‹ goãiyfis KGikahf tF¥giwæš

eilKiw¥gL¤j më¡f¥g£LŸs fhy« 90 ãäl§fŸ.
2. Kjš 45 ãäl§fëš m¿Kf¥ goãiyæèUªJ bjhF¤jY« tH§FjY«
goãiytiu.
3. mL¤j 45 ãäl§fëš tYñ£lš goãiyæèUªJ FiwÔ® f‰wš
goãiytiu.

f£èæl¤ij ãu¥òf

1. m¿Kf« 4. bjhF¤jY« tH§FjY« 7. FiwÔ®f‰wš

2. go¤jš 5. tYñ£Ljš 8. vGJjš
3. kdtiugl« 6. kÂ¥ÕL 9. bjhl®gâ

5. fâj¥ghl¤Âš nkyhŒÎ goãiyæš MÁçaç‹ gâ v‹d ?

• MÁça® Ï¥ghlntis¡Fça ghl¤Â‹ Mu«g« k‰W« KoÎ g¡f v©fis¡

TWjš.

5
 • khzt®fS¡F MÁça® F¿¥Ã£l g¡f¤ÂYŸs N¤Âu§fŸ, tiuaiwfŸ,
jiy¥òfŸ, cgjiy¥òfŸ, tiugl§fŸ, m£ltizfŸ, F¿¥òfŸ ngh‹wt‰iw¢
RU¡fkhf¡ TWjš.

6.fâj¥ ghl¤Âš òçjš brašgh£o‹ _‹W ãiyfŸ

1. fâj¥ ghlbrašghLfë‹ _y« ghl¡ fU¤ij¤ bjëÎ¥gL¤Jtjhf

mika nt©L«. Ï~J MÁça® braš MF«.
2. gæ‰Áæš bfhL¡f¥g£LŸs xU fz¡»id és¡» ԮΠf©L tH§Fjš
nt©L«.
3. MÁça® brŒj fz¡»id, vL¤J¡fh£lhf¡ bfh©L, khzt®fŸ gæ‰Áæš
bfhL¡f¥g£LŸs fz¡FfS¡F¤ jå¤J¤ ԮΠfhQjš nt©L«.

7. rf khzt® cjéÍl‹ ÁW FG¡fëš fz¡Ffis khzt®fŸ brŒÍ«

brašghLfŸ vªj¥ goãiyæš mikªJŸsd ?

eh‹fh« go ãiyæš (FGntiy) cŸsJ.

8.gil¥gh‰wš fšé Kiwæš tsu¿ kÂ¥ÕL brŒtj‰fhd goãiyfŸ

* go¤jš
* kdtiugl«
* tYñ£lš
* kÂ¥ÕL
* vGJjš

* bjhl®gâ

6
 jäœ gæ‰We® f£lf«

1. M®t_£L« brašghL
g§nf‰ghs®fël«, Ñœ¡fhQ« brašgh£oid¡ bfhL¤J M®t_£Ljš
60 ÁW ÁW jhŸfis vL¤J¡bfh©L ghuÂah®, ghuÂjhr‹, jhÍkhdt®,
ÅukhKåt®, MWKfehty® M»nah® g‰¿a F¿¥òfis vG¡bfhŸf
mt‰Wl‹ F¿¥Ã£l rh‹nwh®¡F¥ (x›bthUtU¡F«) bghUªjhj ÏU
fU¤J¡fisÍ« vG¡ bfhŸf
vGÂa F¿¥ò m£ilia¥ g§nf‰ghs®fël« tH§» FG Ãç¡f.
Ãçªj FGél« ÏU bt‰W¤jhisÍ« më¡f.
x‹¿š j‹ FGé‰F¡ bfhL¡f¥g£l m¿P® ah® vd vGj¢ brŒf.
k‰bwh‹¿š mªj m¿P® F¿¤j, m¡FG m¿ªj fU¤ij¡ TLjyhf vGÂ
tH§f¢ brŒf. bghUªjh® fU¤ijÍ« f©l¿ªj Tw¢ brŒf.
v.fh
gÂbdh‹wh« taš fé òidÍ« M‰wiy btë¥gL¤Âat®.
nfè¢Á¤Âu« tiuÍ« Kiwia¤ jäG¡F Kjèš jªjt®.
ϪÂahényna Kj‹Kjyhf eh£Lilikah¡f¥g£l Ïy¡»a¤Â‰F¢
brhªj¡fhu®.
trd¡ féijia¤ jäG¡F¤ jªjt®
Âyf® Ïtç‹ muÁaš FU
btõšèjhr‹ v‹D« òidbga® bfh©lt®.
kuig¥ ngh‰¿at®
Ïy¡fz éÂfis¥ Ëg‰¿at®
ghuÂah® ÛJ g‰Wbfh©lt®.
òJitæš Ãwªjt®
m¿P® m©zhthš òu£Á¡ fé vd¥ ghuh£l¥ bg‰wt®
Ïtç‹ ÃÁuhªijah® v‹D« ehlfüš rh»¤a mfhlä éUij¥ bg‰wJ.
Âuhél Ïa¡f¤ jiyt®fSŸ Kj‹Kjyhf¤ Âiu¥gl¤ Jiw¡FŸ
EiHªjt®.
gÂbd£L taÂnyna muR fšÿçæš jäœ MÁçauhdt®.
rka¥ g‰W bfh©lt®

7
 ϪÂah v‹D« ÏjiH el¤Âat®.
o ÂUkiw¡fh£oš Ãwªjt®.
o ÂU¢Á éra eFehj brh¡fè§fçl« fUñy mYtyuhf¥ gâah‰¿at®.
o gÂbd£lh« ü‰wh©il¢ nr®ªjt®.
o ÂU¢Á kiyÛJ vGªjUëÍŸs Ïiwt‹ bgaiu¡ bfh©lt®.
o ‘všnyhU« Ï‹ò‰¿U¡f ãid¥gJnt mšyhkš ntbwh‹W« m¿na‹
guhgunk’ vd¥ ghoat®.
o ÏtU¡F ãidÎ Ïšy« Ïuhkehjòu« kht£l¤J Ïu£Räòu¤Âš cŸsJ.
o Ïšywtê ã‹wt®.
o Ïiwg‰W Ïšyhjt®.
Ϥjhè eh£oš Ãwªjt®
rka« gu¥g jkJ K¥gjh« mfitæš jäHf« tªjt®.
jäHf« tªjJ« ijçaehj‹ vd jdJ bgaiu kh‰¿¡bfh©lt®.
Kj‹Kjyhf¡ rJufuh v‹D« mfuKjèia btëæ£lt®.
jäœ vG¤J tçtot¤ij¤ ÂU¤Âat®.
F£o¤ bjhšfh¥Ãa« v‹D« bjh‹}š és¡f¤ij¥ gil¤jt®.
j䜥 g‰W m‰wt®?
Ït® Ïa‰bga® Ïuhg®£ o behÃè.
ahœ¥ghz ešÿçš Ãwªjt®.
Ïsikænyna irt Á¤jhªj§fisÍ« ÂUKiwfisÍ« f‰wt®.
ÂUthtLJiw MÔd« ÏtU¡F ehty® v‹D« g£l¤ij tH§»aJ.
Ïtiu trdeil iftªj tšyhs® vd¥ gçÂkh‰ fiyP® ghuh£odh®.
br‹idæš m¢R¡ Tl« mik¤jt®.
Ït®, Áwªj gÂ¥ghÁçauhfΫ nj®ªj ciueil MÁçauhfΫ és§»dh®.
jh‹ Ïa‰¿a üšfis k£Lnk jdJ m¢R¡ Tl¤Âš m¢Á£lh®.
th¡F t‹ika‰wt®.
ÂUtGªöçš Ãwªjt®.
Ït® Å£L¡ f£l¤j¿Í« féghL«.
rila¥g tŸsyhš Mjç¡f¥g£lt®.
thšÛ»æ‹ gil¥ig¤ jäêš ah¤jt®.
éU¤j¥gh ghlšfis¥ ghLtš tšyt®.

8
 fšéæš bgçat® vd¥ghuh£l¥ bg‰wt®.
òJ¡féij vGÂat®.
Ït® gil¥ò cyf¥bghJkiw vd¥ ngh‰w¥gL»wJ.

2.khÂç tF¥ò

khÂç tF¥ò x‹iw el¤Jjš

3. fyªJiuahlš

ghl¤Â£l«, goãiy, Âw‹ , bjhl® k‰W« KGikahd kÂ¥ÕL F¿¤j

fyªJiuahliy¡ FGéš nk‰bfhŸSjš.

1. m¿Kf¢ brašghlhdJ, K‹d¿éid ãidÎ T®tjhfnth,

M®t_£Ltjhfnth, ghl¤ij m¿Kf« brŒtjhfnth, ghl¤Âš cŸs
m¿Kf¤Jl‹ bjhl®òilajhfnth mikjš nt©L«. Ï¢brašghLila¤
bjhl® k‰W« KGikahd kÂ¥Õlhf¡ bfhŸSjš TlhJ.
2. go¤jš gãiyia nk‰bfhŸifæš brh‰fë‹ c¢rç¥igÍ«,
ãW¤j¡F¿fisÍ« ftd¤Âš bfhŸs¢ brŒjy nt©L«
3. kdtiuglK«, bjhF¤jY« tH§FjY« khztç‹ ghl¡fU¤J rh®ªj
btë¥ghlhfΫ tH§fyhfΫ mikjš nt©L«.
4. tYñ£lš brašghL ghl¡fU¤Âid khztçl« tYñ£LtJl‹ mt®fë‹
cŸsh®ªj Âwid (mo¥gil¤ Âw‹fŸ) btë¥gL¤J« tifæY« mikjš
nt©L«.
5. FiwÔ® f‰wš khzt®fS¡F e«Ã¡if C£L« tifæš vëikahf
tH§Fjš nt©L«.
6. vGJjY« bjhl®gâÍ« ca®ãiy¤ Âw‹fisÍ« ts®¡F« éjkhf mikjš
nt©L«.

gæ‰Á¤jhS¡fhd éilfŸ

tYñ£lš goãiyæš cŸs Kjš brašghL ngRjš Âwid ts®¡F« tifæš

mik¡f¥g£LŸsJ.
TLjš brašghL

1. gh¤Âunk‰W eo¤jš
éthj« el¤Jjš

9
 English – Model Lesson Plan

The training is aimed at reinforcing the modified Active Learning Methodology

with subject wise demonstrations of model lesson plans. Work sheets have been
included to bring more clarity and understanding in the methodology and to enable
the teachers try out more appropriate and different activities in the classroom.

As far as English subject is concerned, more emphasis is laid on developing the

language skills. ALM provides more scope for enriching these skills in various steps
through activities. A model lesson plan has been given in the trainee module.

The topic taken for model lesson plan is “Gone Forever – Barbara Reeves”, the
prose unit from VII standard.

Instruction for the Trainer:

The trainer needs to have gone through the lesson and come up with
clear understanding of the content prior to the training
The trainer should explain the lesson plan step by step
The content of the lesson is clearly communicated to the participants
by explaining the Mind map.
The reinforcement activity should be demonstrated as per the
instructions given in the trainer module.
After the lesson plan discussion is over, worksheet activities should
follow up.

Discussion on Lesson Plan

Introduction

Picture – Word Matching Activity has been designed to introduce the lesson. The
animals that are discussed in the lesson are introduced in the activity. After matching
the names with the corresponding pictures, the activity is extended to answering
questions written in a chart. It makes the students more familiar with the names of
the animals and contextual understanding of the difference between ‘Extinct’ and
‘Existing’. Then the teacher leads to the gist of the lesson briefly.

10
Guided Reading

The trainer emphasizes that Guided Reading is properly followed by the teacher as
given below:

The teacher reads the selected passage with proper stress, pause and
intonation
Then the students repeat after the teacher, phrase by phrase.
Students read silently and underline the new words and use dictionary to find
out meanings
The teacher writes some new words on the board and explains them
contextually
Mind Map
According to the understanding of the content and the expression of thoughts,
the structure of mind map differs from one to an other
For this lesson, a model mind map has been structured to highlight the
significant details of the endangered species.

Note: Here, the trainer should use the trainee module to explain the mind map. The
mind map has been given for the whole lesson. But it can be drawn for the selected
portion.

Consolidation

The lesson is consolidated in the form of ‘facts’. Here the children are given practice
in using the language structures and phrases.

Reinforcement

Survey Report Activity has been given for reinforcement. The children are engaged
in writing the report, based on the survey and presenting it.

Evaluation

A passage has been taken from the lesson and questions are asked to evaluate the
comprehension skill of the children.

11
Questions & Answers

1. Where do the Snow Leopards live?

Snow Leopards live in high mountains of Asia
2. What do Pandas mainly eat?
Pandas mainly eat Bamboo plants.
3. Which animal is the largest of all the Big cats?
The Tiger is the largest of all the Big cats.
4. How many Pandas are still living in the wild?
About 1000 pandas are still living in the wild.
5. Which country is taking special effort to protect Pandas?
China is taking special effort to protect Pandas.

Remedial Teaching

Cross word activity has been given to identifiy the names of the animals. Matching
the animals with the adjectives is another activity which has been provided to help
the late bloomers find out the correct answers from the book. Any other activity
which is more appropriate to address the specific challenges of children may be
given.

Writing

Four questions have been given from the lesson to further develop of understanding
of the lesson and to improve their writing skill.

Follow up work

Project work has been assigned to collect information about a few extinct /
endangered species.

Imaginary essay writing about a topic has also been given as optional.

Survey Report Activity

Instructions:

The trainer divides the participants into four groups

Each group is given a chit with a question and a survey is to be conducted
based on it

12
 Anyone in the group acts as a leader and conducts the survey by collecting
the responses from all group members
Then the group members work together to consolidate the data and come up
with a Survey Report
Finally each group presents the Report to the whole class

Note: The following scaffolded table can be given to present their survey report.

S.L Name of the Group Member /

Answer for the given question
No Student

Example:

Group I

We conducted a survey based on the question _____________________

__________________. Totally ____________________ students took part in the
survey. Out of __________ students __________ reported as they would protect
____________ students said as they would protect _____________. ____________
said they would protect ___________.

13
Worksheet – Suggested answers

After the demonstration of lesson plan, the teachers are involved in answering
the worksheets.
The trainer discusses the responses of the participants at random and finally
consolidates with the following suggestions.

Question-1

What are the difficulties in reading the passage?

Probably: pronunciation, meaning, function of the words and comprehension of the

passage.

Question -2

What kind of preparation is needed for giving “Guided Reading”?

Suggestion:

Reading the passage many times

Understanding the passage
Finding out the proper pronunciation and meaning for the unfamiliar words
Knowing the function and usage of the word in different contexts
Reading the passage again with proper stress, pause and intonation

Question -4

What strategies will you adopt to explain the following words?

1. Macaw
2. Three – Toed - Sloth
3. Exotic
4. Extinct
5. Endangered

Suggestions: Pictures or videos can be shown for Three-toed- sloth and Macaw.

14
Exotic, Extinct and Endangered; these words can be explained through examples,
opposites, sentence formation, situational approach etc.

Note: All other related answers shall be acceptable. The teacher of English needs to
facilitate the students by creating different situations in the classroom. Situational
approach to English language teaching plays a significant role for the children to
understand the abstract ideas in a better way. The following situations could be
adopted based on the nature and needs of the content.

I. Classroom situation
II. Real life situation
III. Pictorial situation

While explaining a new concept or vocabulary through examples, application of

different situations works better. Because the abstract ideas can be converted into
concrete ones to some extent.

Question-5

Why is Reinforcement Activity more important for English Subject?

It provides scope for the teacher to design appropriate activity so as to develop the
language skills to be applied in real life.

Question-6

How does ‘Survey Report Activity’ serve the purpose of skill enrichment?

The language is functionally used by asking questions, answering, discussing and

writing the report. Hence, all the skills are focused here.

15
fâj«- khÂç ghl¤Â£l«

mk®Î :4

ãfœÎ :1 M®t_£lš brašghL

fhymsÎ: 10 ãäl§fŸ

bt›ntW tot§fis cŸsl¡»a bt£l¥g£l m£ilfis¥

g§nf‰ghs®fS¡F më¤J kiwªJŸs cUt¤Âid¡ f©l¿a¢
brŒjš nt©L«.
g§nf‰ghs®fël« bt£l¥g£l f£ilfshš Md fd rJu¤
J©Lfis x‹¿iz¤J KGikahd fd rJu¤Âid mik¡f¢
brŒjš nt©L«.

ãfœÎ :2
fhy msÎ : 10 ãäl§fŸ
fâj¥ghl¤Â‰fhd bghJthd neh¡f§fis¡ fU¤jhs®
vL¤Jiu¤jš.

ãfœÎ : 3
fhymsÎ : 30 ãäl§fŸ
bkŒba© bjhF¥ò ghl¤Âid¥ goãiythçahf¡ fU¤jhs®,
g§nf‰ghs®fS¡F és¡f« më¤jš nt©L«.

m¿Kf«, nkyhŒÎ, òçjš, MÁça® brŒÍ« fz¡F, khzt® brŒÍ«

fz¡F, FG¢ brašghL, tYñ£lš, kÂ¥ÕL, FiwÔ®f‰wš, vGJjš,
bjhl®gâ M»a goãiyfëš fU¤J¥ òçjš goãiy äfK¡»akhdJ.
Ï¥goãiyæš bjëÎ V‰gL¤j¥gléšiy våš mL¤jL¤J tU«
goãiyfis¢ brŒa Ïayhkš nghF«.

ãfœÎ :4
fhymsÎ : 10 ãäl§fŸ
ÏWÂahf kÂ¥Õ£L¤jhis¥ g§nf‰ghsçl« më¤J, ó®¤Â brŒj jhëid
éth¤jš nt©L«.

16
 M®t_£lš brašghlhdJ khzt®fis¡ fâj¤Â‹ÛJ M®t«
V‰gL¤jΫ, ghl¤Âid K‹bdL¤J¢ bršY« fU¤J¢ rh®ªj
édh¡fshfΫ/brašghlhfΫ Ïl« bgWjš nt©L«.

fU¤J¢ brašghL goãiyæš MÁça® gšntW c¤Âfis¡ ifah©L

ghl¡fU¤ij¡ bfh©Lnr®¡fyh«. vL¤J¡fh£LfŸ, v®kiw vL¤J¡fh£LfŸ
_y« fU¤J¥òçjiy mÂfç¡f¢ brŒayh«. njit¥go‹ fh£Á¥gL¤ÂÍ«
ghl¡fU¤Jfis tH§fyh«.

fâj¥ghl¤Âš fz¡Ffis¤ Ô®¥gj‰F gšntW c¤ÂfŸ ifahs¥gL»‹wd.

mt‰WŸ Áy

Ëndh¡» Ô®¤jš
gl« tiuªJ Ô®¤jš
mik¥ig f©l¿ªJ Ô®¤jš
m£ltiz¥gL¤Â¤ Ô®¤jš
tçir¥gL¤Â¤ Ô®¤jš.

tYñ£lš goãiyfëš fU¤J¡fis tY¥gL¤J« brašghLfis MÁça®

mik¤J khzt®fë‹ fU¤J ts¤Âid mÂfç¡f thŒ¥gë¡f nt©L«. mjid
tsu¿ kÂ¥ÕL (m) é‰F vL¤J¡bfhŸsyh«.

kÂ¥ÕL goãiyfëš khztç‹ f‰wš milÎfis mséL« éjkhf

édh¡fis mik¤J kÂ¥Ãlyh«.

FiwÔ® f‰Ã¤jš v‹gJ, fU¤J bgUkséš khzt®fël« br‹wilahj

ãiyæš MÁça® Û©L« f‰Ã¤jiy ãfœ¤JtJ«, bjëÎ bgwhj khztD¡F k‰w
khzt®fŸ Jizbfh©L f‰Ã¡f¢ brŒtJ« MF«.

bjhl®gâ goãiyæš Mœªj fU¤J¥òçjiy ts®¡fΫ kÂ¥ÃlΫ, rthšjU«

fz¡FfisÍ« njlš ãfœ¤J« fz¡FfisÍ« më¡fyh«.

17
 fâj« gæ‰Á¤jhŸ –é»jKW v©fŸ

1. tiuaiwfë‹ és¡fkhdJ v¢j ãiyæš tH§f¥gL»wJ?

fU¤J¥ òçjš goãiy

2. v‹w é»j KW v©iz v©nfh£oš F¿¤J¡ fh£Lf.

-2 -1

3. Ï¥ghl¤Â‰fhd tY¥gL¤J« brašghL x‹¿id tH§Ff.

é»jKW v©fis tiugl¤jhëš ( Graph Sheet )F¿¤J fh£l¢
brŒayh«.
tF¥giwia Ïu©L FG¡fshf¥ Ãç¤J¡ bfhŸsΫ. xU FG
nrh¡fnt©oa é»jKW v©fŸ k‰W« g©òfis¡ Tw k‰w
FGthdJ gçnrh¤J éil TWjš nt©L«.

+ = + v‹gj‰F¥ gçkh‰W¥ g©ig (T£liy¥ bghW¤J) toéaš

Kiwæš fh£Á¥gL¤Â¥ ËtUkhW f‰Ã¡fyh«.

, M»at‰¿‰F¡ fê¤jiy¥bghW¤J gçkh‰W g©ig ínah gyif

_y« f‰Ã¡fyh«.
4. Ñœ¡fhQ« T‰¿‰F¡ fhuz fhça¤Jl‹ és¡f« jUf.
a) 3, -4 MdJ KG v©fëš T£liy¥ bghW¤J milÎ g©ig ãiwÎ
brŒÍ«.

bfhL¡f¥g£LŸs T‰W jtW. 3,4 M»ait KG v©fŸ.

18
 4-3 = 1 , 1 MdJ KG v©fë‹ bjhF¥Ãš mikÍ«. Mdhš 3-4 = -1 , -1
MdJ mnj KG v© bjhF¥Ãš mikahJ. vdnt KG v©zhdJ
fê¤jiy¥bghW¤J milÎ g©Ãid ãiwÎ brŒahJ.

b) é»jKW v©zhdJ T£liy¥ bghW¤J nr®¥ò éÂia ãiwÎ

brŒÍ«.

bfhL¡f¥g£LŸs T‰W rçna. VnjD« _‹W é»jKW v©fŸ , ,

våš + + = + + v‹w nr®¥ò éÂahdJ T£liy¥bghW¤J ãiwÎ

brŒÍ«.

5. xU filæš 50 thiH¥gH§fŸ th§»tu¥gL»‹wd. mt‰¿èUªJ g§F

Kjš ehëš é‰f¥gL»wJ. Ïu©lh« ehŸ g§F é‰gidah»wJ våš

_‹wh« ehëš cŸs thiH¥gH§fŸ v¤jid?

50 thiH¥gH§fŸ th§f¥g£lJ. Kjš ehëš g§F é‰f¥g£lhš Kjš ehëš

é‰f¥g£l gH§fŸ = 50 X = 10

40 thiH¥gH§fŸ Ïu©lh« ehŸ é‰gid¡F cŸsJ. mš g§F é‰f¥g£lhš

Ïu©lh« ehëš é‰f¥g£l gH§fŸ = 40 X = 16

_‹wh« ehëš é‰gid¡F¤ jahuhf cŸs thiH¥gH§fŸ = 40-16 = 24

19
 Ïa‰Ãaš f‰Ã¤jš

tF¥ò : Mwh« tF¥ò

ghl« : msÅLfS« Ïa¡fK«

gUt« : 1

g¡f« : 127 – 130

M®t_£L« brašghL

g§nf‰ghs®fël« X® m£ilæš bghUŸfŸ k‰W« ãfœÎfŸ ml§»a g£oaiy

më¤J mt‰iw mséL« Kiwia vGj¢brŒjš.

t.v© bghUŸfŸ/ãfœÎfŸ msÅ£L Kiw

1 mçÁ »nyh»uh«
2 fLF »uh«
3 ešby©bzŒ è£l®
4 bt§fha« »nyh»uh«
5 thiH¥gH« lr‹
6 gU¤Â Fé©lhš
7 fU«ò l‹
8 kšèif¥ó KH«
9 ö§F« neu« kâ
10 f©Áä£L« neu« édho
11 j§f« »uh«
ÂU¢Á¡F« br‹id¡F« »nyh Û£l®
12
Ïil¥g£l bjhiyÎ

nk‰f©l brašghL _y« msÅ£L KiwæYŸs ntWgh£ilÍ«

msÎfis ms¡f Û£l® msÎnfhš juhR, fofhu«, msÅ£L Kfit ngh‹w
msÅ£L fUéfŸ njit v‹gijÍ« bjça¥gL¤Jjš.

1.m¿Kf«

brašghL -1

• mçÁ, gU¥ò, fhŒf¿fŸ, thiH¥gH§fŸ, v©bzŒ, ghš, Jâ k‰W« ó

ngh‹w bghUŸfis th§» it¤J¡ bfh©L mªj bghUis mséL«
Kiwia mt®fS¡F¤ bjçªjt‰iw¡ Tw¢ brŒJ msÅ£L Kiwfëš
cŸs ntWghLfis vL¤Jiu¤jš nt©L«.

20
brašghL – 3

tF¥Ãš IªJ khzt®fis miH¤J mt®fë‹ bga®fis vG¡ bfhŸf.

m«khzt®fis¤ jå¤jåahf tF¥giwæš cŸs fU«gyifæ‹ Ús«

v¤jid rh© vd¡ f©LÃo¤J vGj¢ brŒf. Ëd® msÎnfhš bfh©L
msªJ vGj¢ brŒf. »il¤j msÎfis¥ g£oaèLf.

tçir v© khzt® bga® khzt® msªj msÎnfhè‹

rh©fë‹ _y« »il¤j
v©â¡if msÎ

2.go¤jš

khzt®fŸ ghl¤ij thÁ¡F« nghJ mt®fS¡F¥ òçahj, òÂa brh‰fis

mo¡nfhol¢ brŒjš.

khzt®fŸ òÂa brh‰fis¥ bg‹Áyhš mo¡nfho£LŸsduh v‹gij

gh®itæLjš. khzt®fŸ òÂa brh‰fS¡fhd és¡f¤ij MÁçaçl« bg‰W
j§fŸ neh£L ò¤jf¤Âš vG¡ bfhŸtij cW brŒjš.

3.kdtiugl«

khzt®fŸ jh§fŸ tiuªj kdtiugl¤ij xU FGéYŸs khzt® j‹

brhªj eilæš kdtiugl¤Â‰fhd és¡f¤ij tF¥giwæš tH§Fjš.

éLg£l fU¤J¡fis MÁça® j« kdtiugl« _y« és¡Fjš.

4.bjhF¤jš

khzt®fŸ, mo¥gil msÎfisÍ« mt‰iw ms¡F« KiwfisÍ«

jå¤jåahf m£ltid¥gL¤Jjš.

mo¥gil myFfŸ
msÎfŸ FPS Kiw CGS Kiw MKS Kiw SI Kiw
Ús« mo br‹oÛ£l® Û£l® Û£l®
ãiw gΩL »uh« »nyh»uh« »nyh»uh«
fhy« édho édho édho édho

21
khzt®fŸ nk‰f©l m£ltizæš tif¥gL¤Âaij¤ j§fS¡FŸ
fyªJiuaho¢ brhªj eilæš tH§Fjš nt©L«.

5.tYñ£Ljš

MÁça® ngdh, bg‹Áš, mê¥gh‹, üš, ò¤jf«, fš ngh‹w bghU£fis¤

Âu£o it¤J¡ bfhŸs nt©L«. xU m£ilæš tF¥giwæèUªJ jiyik
MÁça® miw¡F¢ bršy MF« neu«, kÂa czÎ rh¥Ãl MF« neu«,
f©Áä£L« neu« ngh‹wt‰iw vG it¤J¡ bfhŸs nt©L«.

RUŸéš juhR, msÎ ehlh, msÎ nfhš, juhR k‰W« ãW¤J fofhu«
ngh‹w fUéfis khzt®fS¡F tH§» mt®fis ms¡f brŒJ msÎfis¥
g£oaèl brŒjš nt©L«.

6.kÂ¥ÕL

1. bjçªj khwhj msnthL bjçahj msit x¥Ã£L¥ gh®¥gJ msÅL

vd¥gL«.
2. bjçªj khwhj msÎ myF vd¥gL«.
3. mo¥gil msÎfŸ Ús«, ãiw, fhy« MF«
4. mo¥gil msÎfis ms¡f¥ ga‹gL¤j¥gL« myFfŸ mo¥gil myFfŸ
vd¥gL«.
5. Û£l®, »nyh»uh«, édho ngh‹wit £l myFfshF«.

7.FiwÔ® f‰wš

kÂ¥Õ£L édh¡fŸ _y« khzt®fë‹ f‰wš btë¥gh£oid MÁça®

òçªJbfh©lË Û©L« vëa brašghLfë‹ _y« ghl¤ij vëikahf
és¡Fjš.

bghU£fŸ/ãfœÎfŸ M»at‰iw xU m£ilæY« mt‰¿‹ £l myFfis xU

m£ilæY« vGÂ mt‰iw¥ bghU¤j¢ brŒjš.

8.vGJjš

ghl¥gFÂæ‹ bjhl®¢Áahf¡ bfhL¡f¥g£LŸs édh¡fS¡fhd éilfis

khzt®fŸ vGÂtu¢ brŒjš. mt‰iw¤ ÂU¤j« brŒJ tH§Fjš.

22
9.bjhl® gâ

• Å£oš ga‹gL¤j¥gL« bghU£fŸ k‰W« mt‰iw ms¡f ga‹gL¤j¥gL«

fUéfis¥ g£oaèLf.
• Å£oš cŸs miwfë‹ Ús mfy§fis msÎ nfhiy¥ ga‹gL¤Â msªJ
vGJf.
• Å£oš rikaY¡F¥ ga‹gL¤j¥gL« mçÁ k‰W« gU¥Ã‹ msit vGJf.
• njh£l¤Âš cŸs brofS¡F xU thëæš j©Ù® Kf®ªJ C‰w MF«
neu¤ij if¡fofhu« _y« fz¡»£L 10 thë j©Ù® C‰w MF« neu¤ij
fz¡»Lf.

23
 cæçaš
brašghL 1

Rthr k©ly«, fêÎ Ú¡f k©ly«, ngh‹w gl§fis (rh®£ m£ilæš) x£o
g§nf‰ghs®fël« bfhL¤J, mt®fël« bfhL¡f¥g£LŸs gl¤Ây cŸs cW¥ò
k©ly¤Â‹ bga® v‹d? mt‰¿‹ K¡»a¤Jt« g‰¿ és¡fkë¤jš.
g§nf‰ghs®fŸ TwhJ é£l K¡»akhd fU¤Jfis¥ gæ‰We® TWjš.

brašghL -2

f£lf¤Âš bfhL¡f¥g£l gl§fis¥ gh®itahs®fël« bfhL¤J mš

fhz¥gL« brašghLfŸ m¢brašghLfŸ bjhl®òila cW¥ò k©ly§fŸ vit
v‹W édh¡fŸ nf£L, mt®fŸ TW« gšfŸ, brhšyhkšé£l gšfis¤
bjhF¤J¡ TWjš (Áy brašghLfëš x‹¿‰F nk‰g£l cW¥ò k©ly§fŸ
bjhl®òilaitahŒ ÏU¡fyh«)

rh¥ÃLjš, c‰Wneh¡fš, Ef®jš ngh‹w brašghLfë‹ nghJ eu«ò k©ly«

K¡»a g§fh‰W»wJ.

if FY¡Fjš , eldkhLjš, nfhšga‹gL¤Â jh©Ljš ngh‹w

brašghLfë‹ nghJ vY«ò k©lyK« jir k©lyK« xU§»izªJ
brašgL»‹wd.

nahfh ngh‹w brašghLfë‹ nghJ eu«ò k©ly«, jirk©ly« , vY«ò

k©ly«, Rthr k©ly«, x‹¿izªJ gâah‰W»‹wd.

kdtiugl«

kdtiugl¥ gFÂæš ( flow chart ) Kiwæš bjhF¡f¥g£LŸsJ. Ï¥ghl¤Âš

mo¥gil f‰wš tH§f¥g£LŸsJ, nk‰go¥òfëš Ïnj ghl¤ij äféçthf
go¡fnt©oæU¥gjhš ãiyahd òçjY¡F mo¤jskhf éçthd kdtiugl«
tH§f¥g£LŸsJ. g§nf‰ghs®fŸ j§fsJ òçjY¡F V‰g kdtiugl§fis
tiuªJ ga‹gL¤jyh«.

24
bjhF¤jY« tH§FjY«

tH§Fjèš gy KiwfŸ cŸsd. ÏU¥ÃD« th®¤ij tiy v‹w Kiw gh®¤j

clndna òçjiy V‰gL¤JtJ. vdnt mid¤J kåj cW¥ò k©ly§fisÍ« ó
tot¤Âš Ïiz¤J th®¤ij tiyahf bfhL¡f¥g£LŸsJ.

g§nf‰ghs®fŸ j§fS¡F V‰òila éj¤Âš tF¥Ã‹ K‹gF¡F tªJ

tH§F«nghJ vëjhd òçjiy V‰gL¤Jtjhf mikÍ«.

tYñ£Ljš

brašghL-1

jåeo¥ò _y« khzt®fŸ x›bthU cW¥òfshf, Kf_o mâªJ

bfh©L/gl§fis¡ ifæš Ão¤jgo m¿Kf« brŒÍ« nghJ gy khzt®fS¡F
gaä‹¿¥ ngRtj‰F thŒ¥ò tH§f¥gL»wJ. btW« nghjid Kiwæy‹¿
g§nf‰ò¥ Kiwæš el¤j¥gLtjhš f‰F« gF kdš ãiybgW»wJ.

v.fh.

eh‹jh‹ Rthr k©ly«

_¡F, _¡fiw, Rthr FHhŒ, Eiupuiy cŸsl¡»at‹ eh‹. eh‹ rçahf

gâah‰wéšiy v‹whš ahU« cæ® thHKoahJ.

fh‰¿èUªJ M¡ì#id vL¤J cæ® _¢rh»nw‹.

czÎ¥ bghUŸfis vç¤J M‰wš bfhL¡»nw‹.

brašghL-2

éLfijfS¡F¥ gÂyë¥gJ khzt®fS¡F äfΫ Ão¤jkhdJ vdnt m¿Kf¢

brašghLfS¡F¥ ga‹gL¤j¥g£l, gl§fis¡ bfh©nl éLfijfis mik¤J,
khzt®fël« gš tutiH¤jš, Ï¢brašghlhdJ khzt®fël« ãiyahd
f‰wiy tY¥gL¤J«.

eh‹ ah®, v‹ gâ v‹d f©LÃo ?

25
 gšfŸ

1. jir k©ly«
2. Rthr k©ly«
3. brçkhd k©ly«
4. fêÎ Ú¡f k©ly«
5. ehsäšyh Ru¥Ã k©ly«

brašghL -3

khzt®fë‹ m‹whl brašghLfSl‹ Ïizªj fšéia tèÍW¤Jtj‰bfd

bfhL¡f¥g£l brašghL ÏJ.

rçahd tçir

thŒ eh¡F czÎ FHhŒ Ïiu¥ig ÁWFlš

bgU§Flš

kÂ¥ÕL

gy ãiyfëš khzt®fS¡F f‰wš Âw‹fis V‰gL¤ÂaË kÂ¥ÕL

tH§f¥gL»wJ. ngh£o¤ nj®Îfëš bfhL¡f¥gLtJ ngh‹w )bfhŸ F¿ tif)
édh¡fŸ bfhL¡f¥g£LŸsd.

gæ‰Á¤jhS¡fhd éilfŸ

1. SI myFKiw k‰w myFKiwfisél nk«g£lJ V‹?

• gy myFKiwfŸ ÏU¥gjhš V‰gL« FH¥g¤ij¤ Ô®¡»wJ.

• msÅLfëš xU Óuhd xG§F Kiwia¥ Ëg‰w cy»š cŸs

m¿P®fshš cUth¡f¥g£l xU £l myFKiw.

• Ïa‰Ãaèš cŸs mid¤J Ïa‰Ãaš msÎfS¡F« myFfis¥ bgw

cjΫ m¿Î¥ó®tkhd Kiw.

• tâf«, jftš bjhl®ò, MuhŒ¢Á m¿¡iffŸ ngh‹wt‰¿š ga‹gL« xU

£l myFKiw.

26
2. bfhL¡f¥g£LŸs ghl¥gF¡F ntW v«Kiwæš kÂ¥ÕL brŒÅ®fŸ
v‹gjid jahç¤J tH§Ff.

1 g Î © L

‹ 4 m 6 rh £

2 é dh o Å

3 Û £ l ® s

L Å s 5 m

ÏläUªJ ty«

1. FPS Kiwæš ãiwæ‹ myF – gΩL

2. CGS Kiwæš fhy¤Â‹ myF – édho

3. SI Kiwæš Ús¤Â‹ myF – Û£l®

nkèUªJ Ñœ

1. SI myF Kiw v‹gJ g‹dh£L myF Kiw

4. FPs Kiwæš Ús¤Â‹ myF – mo

tyäUªJ Ïl«

5. bjçªj khwhj msnthL bjçahj msit x¥Ã£L¥ gh®¥gJ – msÅL

ÑêUªJ nkš

5.. Û£l® msÎnfhš, juhR, fofhu« ngh‹wit msÅ£L fUéfŸ.

6. ÏJ £l myF Ïšiy – rh©

3.

1. eu«ò k©ly«
2. Ïu¤j ehs§fŸ
3. ÁWÚ®
4. cW¥òfŸ
5. Ïd¥bgU¡f k©ly«

27
4.

nfhê a b c

5.
nk‰F¿¥Ã£l _‹W« a b c d

FiwÔ® f‰wš

g§nf‰ghs®fŸ jk¡F V‰òila Kiwfëš jåegU¡bfd (or) FGédU¡F

òçjiy V‰gL¤J« tifæš FiwÔ® f‰wiy tH§fyh«.

eho¤Jo¥ò - Pulse

iffë‹ kâ¡f£L¡fU»nyh mšyJ fG¤Â‹ ÏU òw§fënyh cŸs R¤j

Ïu¤j ehs§fis¤ bjhLtj‹ _y«, eho¤Jo¥ig cz®ªJ bfhŸs KoÍ«.

Ïja Ïa¡f« ÏU gFÂfis¡ bfh©lJ. mjhtJ RU§FtJ«, ÃwF

éçtJkhF«. Ïja« RU§FtJ Á°lhè¡ (Systole) vd miH¡f¥gL»wJ. Ïj‹
_y« Ïu¤j« btëna‰w¥gL»wJ. Ïja« éçtJ lah°£lhè¡ (Diastole) vd
miH¡f¥gL»wJ. Ïj‹ _y« Ïja« Ïu¤j¤jhš ãu¥g¥gL»wJ.

x›bthUKiwÍ« RU§» éçÍ« Ïja Ïa¡f«jh‹ eho¤ Jo¥ghf czu¥gL»wJ.

xU Mnuh¡»akhd kåjå‹ Ïja¤ Jo¥ò ãäl¤Â‰F 60 Kjš 90 tiuæyhF«.

mjhtJ ruhrçahf xU ehis¡F 85,000 Kiw.

FHªijfë‹ Ïja¤ Jo¥ò ãäl¤Â‰F 100 Kjš 120 tiuæyhF« mjhtJ xU

ehis¡F 1,40,000.

x›bthU Kiw Ïja« RU§F« nghJ« 70 ä.è. Ïu¤j« btënaW»wJ.

cz®¢Á nkèL« nghJ«, ga cz®Î g‰¿¡ bfhŸS« nghJ«, fod cl‰gæ‰Áæ‹

nghJ« Ïja« mÂéiuthf Ïa§F«.

bjhl® gâ

khzt®fŸ j§fS¡F¤ bjçªj cæçd§fis x¥òik¥gL¤Â mt‰¿‹ clš

cW¥òfis¥ g‰¿ j§fS¡F¤ bjçªjt‰iwÍ«, bjçahjt‰iw

28
MÁça®fël«/e©g®fël« nf£L ÁªÂ¤J« vGJ« tifæš
bfhL¡f¥g£LŸsJ.

cæçæ‹ njhš mik¥ò mt‰¿‰Fça thêl§fëš thœtj‰fhd

jftik¥ò

njhš mik¥ò - Kjiy Kjiy ÚçY« nrwhd gFÂfëY« thG«

äf fodkhd, brš ngh‹w njhš, jftik¥ig bg‰WŸsJ.
Kjiy¤njhiy ga‹gL¤Â äf éiy KjiyfS¡F Ïja¤Âš Ïu©L
ca®ªj if¥igfŸ, bgš£ ngh‹wit miwfŸ jh‹ c©L vdnt 50 %
brŒa¥gL»‹wd. M¡Á#id mj‹ têna bg‰W¡
bfhŸS«.
Úçš fiuªJŸs M¡Á#id njhš
têahfΫ vL¤J¡ bfhŸS«. xU kâ
neu¤Â‰F nkš Kjiyahš ÚU¡F
cŸnsna _œ» ÏU¤jš ÏayhJ.
kæš kæšfŸ òj®brofëY«, FWku§fëY«
äf Ú©l bk‹ikahd njhifia¡ thœgit mj‰F V‰g mt‰¿‹ clš
bfh©lJ. kæšfshš k‰w mik¥ò cŸsJ.
gwitfis¥nghy äf cau¤Âš gw¡f
KoahJ.
Kaš tisfS¡FŸ, òšbtëæš thœtj‰F
äfΫ bk‹ikahd njhš mik¥ò V‰w jftik¥ò bfh©lJ.
bfh©lJ mij _l¡Toa bk‹ikahd
ml®ªj cnuhk§fis cilaJ.
gh«ò jiuæš cŸs ÁW bghªJfëY«,
bršfshyhd, cWÂahd njhèid¡ ku§fëY«, ò‰WfëY«, fš
bfh©lJ. F¿¥Ã£l Ïilbtëæš ÏL¡FfëY«, r‰W <u¥gjkhd
njhš cç¡F« j‹ik bfh©lJ. gFÂfëš thG« jftik¥ig
jiuæš C®ªJ brštj‰F bršfŸ bg‰WŸsJ.
ga‹gL»‹wd. gh«Ã‹ jiy¡F¡ ÑnH
fG¤J gFÂæèUªJ `S` tot Ïa¡f
Kiwæš C®ªJ brš»‹wd.
Mik Mikæ‹ _¡F/thŒ têahf fh‰W
ÚçY«, <u¥gjKila ãy¥gFÂæY« c£òF»wJ. éçjš k‰W« RU§Fjš
thœ»‹wd. mit bkšYlèfŸ bjh©il, éyh gFÂfëš (ribcages)
mjdhš Áw¥ò cW¥ghf XL mikªJ eilbgWtjhš Rthr« jilgLtšiy.
clš gFÂia¥ ghJfh¡»wJ. Úç‹ nkšgF¡F tªJ M¡Á#id¥
bg‰W¡ bfhŸ»wJ.

29
brašghL – 2

k©òG clšJisfŸ

jtis òw¤njhš, Eiupuš

ehŒ Eiupuš

ۋ brΟ

g£lh«ó¢Á _¢R¤Jis (spiracle)

brašghL – 3

Û‹fŸ brΟfŸ _y« RthÁ¡»‹wd.

Rwh,lhšÃ‹ ngh‹w cæçfŸ Úçš thœªjhY« ghYh£ofshF« (Mammals)

v‹gjhš mt‰¿‰F Eiupuš cŸsJ. Eiupuš _y« Rthr« eilbgWtjhš
m›t¥nghJ Úç‹ nkš k£l¤Â‰F tªJ _¢R th§F»‹wd.

gæ‰Á¤ jhŸ (nfŸéfŸ)

m¿Kf¢ brašghLfŸ

1, kåj clš cW¥òfis¥ g‰¿a Ï¥ghl¤Â‰F bfhL¡f¥g£LŸs m¿Kf¤ij¤

jéu ntW m¿Kf§fŸ bfhL¡fyhkh?

(E.g………)

2. go¤jè‹ nghJ khzt®fS¡F¤ bjçahj/òÂa th®¤ijfS¡Fça bghUis

vG tF¥giwæš it¡F«nghJ Tlnt mªj th®¤ijfS¡Fça M§»y
th®¤ijfisÍ« vG it¥gjhš V‰gL« e‹ikfŸ v‹d?

(………)

3. kdtiugl«

bfhL¡f¥g£LŸs kdtiugl« khzt®fS¡F ãiyahd f‰wš mDgt¤ij

tH§Fkh? Ïnj ghl¥ gF¡F c§fŸ kdtiugl« v‹dthf ÏU¡F«.

(………)

30
4. kÂ¥ÕL

Ϫj ghl¥ gFÂæš bfhŸF¿tif nfŸéfŸ k£Lnk bfhL¡f¥g£LŸsd.

éçthd nfŸéfŸ bfhL¡f¥glhkš khzt®fë‹ f‰wš miléid kÂ¥Ãl
KoÍkh? c§fŸ fU¤J v‹d.

FiwÔ® f‰wš

bfhL¡f¥g£l ghl¥gFÂæš FiwÔ® f‰wiy cWÂ¥gL¤j Science Lab/Science

Kit/khÂçfŸ v›thW cjλ‹wd.

gæ‰Á jhŸ -1 (gšfŸ) (Discussion)

1. g§nf‰ghss®fŸ - ghl¡fU¤ij és¡F« tifæš j§fS¡F éU¥gkhd

Kiwæš ghl¤ij m¿Kf« brŒayh«.

2. òÂa th®¤ijfS¡Fça bghUisÍ« mj‰Fça M§»y th®¤ijfisÍ«

(Chart paper)-Ïš vGÂ khzt®fë‹ gh®itæšgL«go it¡F«nghJ
khzt®fël« ãiyahd f‰wiy V‰gL¤J»wJ. jäœ bkhê _y« f‰F«
khzt®fS« nk‰go¥òfS¡F¢ bršY« nghJ M§»y th®¤ijfŸ òçahkš
jLkhW« ãiy V‰glhJ.

3. kdtiugl« v‹gJ, khzt®fŸ j§fŸ òçjiy és¡FtjhfΫ g§nf‰ò

Kiwæš f‰wš miktjhš kd¥ghl Kiw¡F kh‰whf mikÍ« v‹gjhš
ãiyahd f‰wš mDgt¤ij V‰gL¤J«. khzt®fŸ ghl¡fU¤J¡F
K¡»a¤Jt« më¤J, MÁça® tiuªj kdtiugl¤njhL j§fŸ
kdtiugl¤ijÍ« x¥òneh¡» éLg£l fU¤J¡fisÍ« vGÂ
kdtiugl¤ij m®¤jKŸsjhf tiuant©L«.

kÂ¥ÕL

ALM Kiwæš bfhL¡f¥g£LŸs 9 goãiyfis Kiwahf <Lgh£Ll‹

MÁçaU« khztU« f‰wèš g§nf‰whš m¥ghl¥gFÂ khzt®fS¡F v‹W«
ãidéš ÏU¡F«. kÂ¥gÕ£L Kiwæš bfhŸF¿tif nfŸéfŸ k£Lnk
nf£f¥g£lhY«, khztç‹ milΤÂwid¢ nrh¤j¿tjhfnt mikÍ« Û¤Âw

31
khzt®fS¡F éçthd nfŸéfŸ bfhL¡f¥glyh« våD« MÁçafë‹ Kont
ÏWÂahdJ.

FiwÔ® f‰wš

gŸë khzt®fis¥ bghW¤jtiu khÂçfŸ fh£o és¡f« më¤jhš FiwÔ®

f‰wY¡F VJthf mikÍ« mid¤J gŸëfëY« m¿éaš gçnrhjid
cgfuz¥bg£o (Sci-lab Materials/Sci kit) bfhL¡f¥g£LŸsjhš MÁça® Ït‰iw¥
ga‹gL¤JtJ vëJ.

gæ‰Á ¤ jhŸ -2 (nfŸéfŸ)

1. ÁW Flè‹ _______________ gFÂæš brç¤jš eilbgW»wJ.

_______________ gFÂæš r¤J¡fŸ c¿ŠRjš eilbgW»wJ.
2. Áç¥gj‰F Kf¤Âš cŸs _______________ eu«òfŸ brašgL»‹wd.
nfhg¥gLtj‰F _______________ eu«òfŸ brašgL»‹wd.
3. xU ruhrç kåjå‹ Ïja¤Â‹ vil, M© våš ________ gm.
bg© våš _______ gm
4. xU kåjå‹ Ïja¤ Jo¥ò ãäl¤Â‰F _______ Kjš _______ tiu.

gæ‰Á¤ jhŸ -2 (gšfŸ)

1. ÁW Flè‹ K‹ gFÂæš brç¤jš eilbgW»wJ. Ë gFÂæš r¤J¡fŸ

c¿ŠRjš eilbgW»wJ.
2. Áç¥gj‰F Kf¤Âš cŸs Áy eu«òfŸ brašgL»‹wd. nfhg¥gLtj‰ gy
eu«òfŸ brašgL»‹wd.
3. xU ruhrç kåjå‹ Ïja¤Â‹ vil M© våš 250-300 gm bg© våš
200-300 gm
4. xU kåjå‹ Ïja¤ Jo¥ò ãäl¤Â‰F 60 Kjš 90 tiu.

32
 r_f m¿éaš (òéæaš) khÂç ghl¤Â£l«

1.M®t_£L« brašghL

xU gÿid vL¤J¡bfh©L mjDŸ fh‰iw ãu¥Ã¡ bfhŸsnt©L«.

mªj¡ fh‰W ãu«Ãa gÿid xU F©LÁæ‹ cjéahš bto¡f¡ brŒa
nt©L«. v‹d ãfœ»wJ?
ghÿid bto¤j clnd fh‰W btëna br‹WéL«.
Û©L« xU gÿid vL¤J¡ bfh©L mjDŸ fh‰iw ãu¥Ã¡ bfhŸs
nt©L«.
m›thW ãu¥ò«nghJ Û©L« fh‰W òJ¥Ã¡f¥gL»wJ.
ÏJ òJ¥Ã¡f¥ ÏaY« ts« MF«.

F¿¥ò : Ï¢brašgh£o‹ _y« òJ¥Ã¡f ÏaY« ts« fh‰W vdΫ òJ¥Ã¡f Ïayhj
ts« ( Ô®ªJnghf¡Toa ) gÿ‹ vdΫ és¡f nt©L«.

fyªJiuahlš :

fh‰W v›thW btënaW»wJ?

ts§fŸ v›thW ghJfh¡f¥gl nt©L«?

Ϫj¢ brašgh£o‹ _y« òJáf ÏaY«, òJáf Ïayhj ts§fŸ, ts§fŸ

ghJfh¥ò g‰¿ fU¤jhs®, fyªJiuahlš brŒjš.

2. gil¥gh‰wš f‰wš goãiyfis¥ ga‹gL¤Â¡ f‰Ã¤jš

m¿Kf«

MÁça® f£lf¤Âš bfhL¡f¥g£LŸs m¿Kf¢ brašgh£oid¡ FG¡fëš

bfhL¤J bghU£fë‹ mtÁa¤ij és¡f¢ brŒa nt©L«. Ëò äfΫ
Ï‹¿aikahj bghU£fŸ ãy«, Ú® k‰W« fh‰W v‹gij czu¢ brŒant©L«.

go¤jš

khzt®fS¡F¥ òçahj òÂa brh‰fŸ / fiy¢ brh‰fis mo¡nfholš.

mo¡nfho£l fiy¢ brh‰fS¡F¥ bghUŸ k‰W« és¡f« jUjš

33
(v.fh. ) Ú®¡ nfhs«, të¡ nfhs«, ghiw¡ nfhs«, nguhêfŸ, cnyhf§fŸ.

Ú®¡ nfhs« : òéæš cŸs Ú®ãiyfŸ mid¤J« Ú®¡nfhs« MF«.

të¡ nfhs« :òéæš cŸs tëk©ly¤Âš cŸs fh‰W të¡nfhs« vd¥gL« .

ghiw¡nfhs« : òéæš cŸs ãy«, kiyfŸ M»at‰iw¥ ghiw¡ nfhs« v‹»nwh«.

kdtiugl« : MÁça® ifna£oš bfhL¡f¥g£LŸs kdtiugl¤ij e‹F

òçªJbfh©L tsMjhu§fŸ, òJ¥Ã¡f ÏaY« ts Mjhu§fŸ, òJáf Ïayhj ts
Mjhu§fŸ k‰W« ts Mjhu§fŸ ghJfh¥ò M»at‰iw és¡f nt©L«.

bjhF¤jY« tH§FjY« : kdtiugl¤ij mo¥gilahf¡ bfh©L òJ¥Ã¡f

ÏaY« ts Mjhu§fŸ, òJáf Ïayhj ts Mjhu§fŸ k‰W« ts Mjhu§fŸ
ghJfh¥ò M»at‰iw Kiwahf¤ bjhF¤jš brašghL m£ltiz¥
gL¤j¥g£LŸsJ.

Ït‰iw e‹F go¤J MÁça®fS¡F és¡f nt©L«. nkY« m£ltiz¥

gL¤j¥g£lÂèUªJ ntW Kiwæš v›thW bjhF¤jš brašgh£oid
nk‰bfhŸsyh« v‹gijÍ« MÁça®fŸ fyªJiuahl nt©L«.

tYñ£lš : tYñ£lš brašgh£oš bfhL¡f¥g£LŸs brašghLfis MÁça®

nk‰bfh©L òJ¥Ã¡f ÏaY« ts Mjhu§fŸ, òJáf Ïayhj ts Mjhu§fis
m£ltiz¥gL¤Jjš

òJáf ÏaY« ts§fŸ òJáf Ïayhj ts§fŸ

Nça M‰wš ÏU«ò, j§f«

fh‰W ãy¡fç
Ú® mQr¡Â fåk§fŸ

34
kÂ¥ÕL : kÂ¥ÕL brašgh£oš bfhL¡f¥g£LŸs édh¡fis MÁça® éth¡f
nt©L«

1. jäœeh£oš fh‰whiy mÂfkhf cŸs Ïl« vJ Muš thŒbkhê.

2. ϪÂahéš K¡»akhd v©bzŒ tašfŸmrh« ãy¥gFÂfëš
fhz¥gL»‹wd.
3. ϪÂahé‹ äf¥bgça Ú® ä‹r¡Â ãiya« mikªJŸs Ïl« g¡uhe§fš
4. jäœ eh£oš bt£obaL¡f¥gL« ãy¡fç gG¥ò ãy¡fç mšyJ è¡id£.
5. mQr¡Â fåk¤Â‰F vL¤J¡fh£L x‹W TW Ínuhåa«, njhça«

FiwÔ® f‰wš : bfhL¡f¥g£LŸs brašgh£oid nk‰bfh©L mt‰¿š x‹W

mšyJ Ïu©L bghU£fis és¡» R R, N R v‹gij vL¤J¡ fh£o és¡»,
ÛjKŸs bghU£fis¡ f£l¤Âš ãu¥g¢ brŒa nt©L«. nkY« fhbdhè fh£Á,
Ïa§F« khÂç, Ïa§fh khÂç ga‹gL¤Â FiwÔ® f‰wš nk‰bfhŸs brŒÍ« tê
Kiwfis MÁçaUl‹ éth¡fyh«.

vGJjš k‰W« bjhl®gâ : vGJjš, bjhl®gâ MÁça® f£lf¤Âš cŸsthW

és¡Fjš nt©L«.

35
 r_f m¿éaš (tuyhW) khÂç ghl¤Â£l«

1.M®t_£L« brašghL :

khbgU« òu£Á ÂObu‹W njh‹¿aJ mšy, M§»y M£Á¡F vÂuhf

ϪÂa®fŸ bg‰w bjhl® Jau§fë‹ btë¥ghnl v‹gij khzt®fŸ m¿ÍkhW
brŒJ ghl¤ij¤ bjhl§fyh«.

ãfœÎfŸ (m£ltiz¡fhd éilfŸ) :

1. btšy°è (».Ã1796-».à 1805) Jizgil¤Â£l¤Â‹go ϪÂa Rnjr

mur®fŸ j§fsJ eh£oš M§»y¥gil x‹iw j§fsJ bryéš guhkç¡f
nt©L« Ïjdhš Rnjr mur®fŸ j§fsJ mÂfhu¤ijÍ« bfsut¤ijÍ«
ÏHªjd®.

2. éšèa« bg©o§ (».Ã1828-».à 1835) ÏtuJ rKjha Ó®ÂU¤j§fshd rÂ

v‹D« cl‹f£il VWjš, bg© FHªijfŸ bfhŸSjš ngh‹witfis¡
»U¤Jt kj¤Â‰F kh‰Wjš v‹W k¡fŸ v©âd®.

3. lšbAsÁ (».Ã1848 -».Ã 1855 ) thçR ÏH¥ò bfhŸifæ‹ mo¥gilæš

Ït® rjhuh, b#Œó®, rh«gšó®, cjŒó®, #h‹Á k‰W« ehfòç M»a
khãy§fis M§»y muRl‹ Ïiz¤J¡bfh©lh®.

go¤jš :

g§nf‰ghs®fS¡F 8 M« tF¥ò _‹wh« gUt¤Â‰Fça ghl¥

ò¤jf¤ÂèUªJ 188 èUªJ 192 g¡f« tiu efš vL¤J bfhL¤J go¤jš goãiyæš
<Lgl¢ brŒa nt©L«

kdtiugl« k‰W« bjhF¤jY« tH§FjY« :

g§nf‰ghs®fis kdtiugl« k‰W« bjhF¤jiy tiuaΫ, vGjΫ brŒJ xU

FGit kdtiugl¤ijÍ« k‰bwhU FG bjhF¤jiyÍ« tH§f¢ brŒa nt©L«.

tYñ£lš :

r_f m¿éaš ghl« nj®ÎfS¡fhf kd¥ghl« brŒtj‰fhd òŸëétu§fë‹

bjhF¥ghf ÏU¥gijél khzt®fis¥ bghW¥òcŸs Fokfdhf kh‰w nt©L«
Ïjid mo¥gilahf¡ bfh©L tYñ£lš mik¡f¥g£LŸsJ.

36
gæ‰Á bfhL¥gt®fS¡fhd tYñ£lš goãiy és¡f§fŸ

1. bg©FHªijfŸ bfhšYjš (female infanticite) Md Ï«Kiw ekJ

ϪÂahé‹ Áy Ïl§fëš Ï‹W« fhz¥gL»wJ ekJ eh£oš M©fisél
bg©fŸ Fiwthfnt cŸsd® v‹gj‰F ÏJΫ xU fhuz«. nkY«,
bg©fšé k‰W« ntiythŒòfëš bg©fS¡F K¡»a« bfhL¤J
bg©fis K‹nd‰w¤Â‰F tê tF¡fyh« .
2. k¡fë‹ m¿aikædhY« go¥g¿é‹ikahY« ekJ eh£oš k¡fŸ bjhif
mÂfç¤J bfh©L tU»‹wJ. fšé m¿nt Ïj‰fhd Ô®thF« v‹gij
khzt®fŸ m¿a brŒa nt©L«.
3. gh»°jh‹ M¡»uä¥ò fhZÛ®, Ódh M¡»uä¥ò, fh®»šngh® ÏitfŸ ahΫ
ϪÂa RjªÂu¤Â‰F¥ Ë eilbg‰wit MF«. vdnt, ekJ eh£il
m‹åaçläUªJ« t‹Kiw Ôéuthj« ngh‹w brašfëèUªJ« ekJ
eh£ilÍ« k¡fisÍ« ghJfh¡f nt©L« v‹gj‹ mtÁa¤ij khzt®fŸ
czu¢ brŒa nt©L«.
4. k¡fë‹ m¿ahikædhš murh§f« më¡F« fšé¢ rYifis khzt®fŸ
mçªJbfhŸshjÂdhY« ntiy Ï‹ikædhY« go¥Ã‰F V‰w CÂa«
ÏšyhikædhY« k¡fŸ mtÂÍW»‹wd® v‹gij khzt®fŸ m¿a brŒa
nt©L«.

kÂ¥ÕL :

1. ».à 1857 M« M©L òu£Á fhå§Ãuò v‹gt® fhy¤Âš njh‹¿aJ

2. Á¥ghŒ òu£Á Kjèš njh‹¿a Ïl« guh¡ó®
3. bfhG¥ò jléa njh£lhit Kjèš bjhl kW¤jt® k§fŸ gh©nl
4. 1857 M« M©L njh‹¿a khbgU« òu£Á Kjš ϪÂa RjªÂu¥ ngh® v‹W«
miH¡f¥gL»wJ.
5. #h‹Á uhâ y£RäghŒ ÁWF¿¥ò vGJf

k¤Âa ϪÂahéš M§»nyaiu v®¤J jhªÂah njhò«, #h‹Áuhâ yZäghÍ«

òu£Áia el¤Âd®. r® A¡nuh° jiyäæyhd M§»y¥gil #h‹Á nfh£ilia
K‰Wifæ£lJ. #h‹Áuhâ M§»nya®fis¡ fLikahf v®¤J nghç£L
Åukuz« milªjh®. mtuJ kuz¤Jl‹ Á¥ghŒ òu£Á KoΡF tªjJ.

37
FiwÔ®f‰wš : khzt®fŸ òçªJbfhŸS« éjkhf FiwÔ®f‰wiy brŒjš
nt©L«

vGJjš : brašÂ£l¤Â‰fhd éilfŸ

Kjš ϪÂa RjªÂu¥ngh® 1857 òu£Á v‹W miH¤j Ú Ï¥òu£Áia v›thW

v‹W miH¤j tuyh‰whÁça®fŸ miH¥ghŒ fhuz« TW
tuyh‰whÁça®fŸ

fh®š kh®¡° -Ãbuç¡ nf«bgš r® bfhè‹- bj‹åªÂa fyf«, ntÿ®

V§»š°- j g®°£
ϪÂa‹ th® M¥
Ï©obg‹l‹° 1857
Marx, Karl, & Freidrich
Engels - The First Indian
War of Independence
1857
éeha¡ jhnkhj® rt®fh®-
j g®°£ ϪÂa‹ th® M¥
Ï©obg‹l‹° 1857
Vinayak Damodar Savarkar -
The Indian War of
Independence –1857
benu£o› M¥ j çthš£ òu£Á M»a fyf§fŸ
Ï©oa‹ (Campbell, Sir M§»nyaU¡F vÂuhfnt
Colin - Narrative of the elªjJ mdhš
Indian Revolt) M§»nyaU¡F vÂuhf
elªj MÍj§fŸ VªÂa
Kjš òu£Á ÏJnt MF«.
k‰W« Ï¥òu£Á
ϪÂahé‹ gy Ïl§fëš
nfhèa® ç¢r®£-  »nu£ guéajhY« Ïjid Kjš
Ï©oa‹ äÍ£å Collier, ϪÂa RjªÂu¥ngh® v‹nw
Richard- The Great Indian miH¡fyh«.
Mutiny

v«Ä mâšÁ jhk°- 1857 khèr‹ fnyhdš í.Ã- Â

Ï‹ Ï©oah äÍ£å or Ï©oa‹ äÍ£å M¥ 1857
th® M¥ Ï©obg‹l‹° Malleson, Colonel G.B. -
The Indian Mutiny of 1857
Embree, Ainslie Thomas -
1857 in India; mutiny or war of
independence?.

38
gæ‰Á¤jhS¡fhd éilfŸ

r_f m¿éaš édh¡fS¡fhd éilfŸ

1. cæ® nfhs¤Â‰F Mjhukhf¤ ÂfœtJ vJ?

ghiw¡ nfhs« mšyJ ãy«, Ú® nfhs« mšyJ Ú®, të¡nfhs« mšyJ

fh‰Wk©ly« MF«. Ï« _‹W TWfS« cæ® nfhs¤Â‹ Mjhukhf
Âfœ»wJ.

2. Ô®ªJ nghf¡Toa ts§fŸ vit? bga®fis g£oaèLf?

ãy¡fç cnyhf§fŸ
Ïa‰if thÍ bg£nuhš
fåk§fŸ
3. ts§fis äFªj ftd¤Jl‹ ga‹gL¤j nt©oaj‹ fhuz« ahJ?

òJáf Ïayhj tsMjhu§fis äf ftd¤Jl‹ ifahs nt©L« Vbdåš

m›ts§fis¤ ÂU«gbgw ÏayhJ. vdnt Ï›ts§fis äfΫ ftd¤Jl‹
ga‹gL¤j nt©L«.

4. fU¤J¢ br¿Îila r_f m¿éaš ghl§fS¡F kd tiugl« tiuÍ«

bghGJ mij v›thW totik¡fyh«?
• x›bthU fU¤Â‰F« xnu xU Ãujhd brhšiy¥ ga‹gL¤jyh«.
• tçir¡ »uk¥goÍ«, fhytçir¥goÍ« KiwahfΫ »isfshfΫ
mik¡fyh«.
• njit¥gL« Ïl§fëš gl§fis¢ nr®¤J òçjiy V‰gL¤jyh«.
5. r_f m¿éaš ghl¤Âš thœéaš Âw‹fnshL x¥Ã£L tYñ£lš
brašghLfis më¥gjhš khzt®fŸ bgW« g©òfŸ vit?
r_f m¿éaiy¤ j‰bghGJ el¡F eh£Lel¥òfnshL x¥òik gL¤Â
ԮΠfhQ« kd¥gh‹ikia ts®¤jš
bghW¥òŸs Fokf‹fS¡FŸs Fzey‹fis¥ bgUf¢ brŒjš
jdJ cçikfŸ k‰W« flikfis m¿jš.
jkJ eh£il ghJfh¡f nt©L« v‹w cz®éid më¤jš
jdJ eh£il F¿¤J bgUäj« bfhŸSjš.

39